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Background: Globally, digital skills are a crucial aspect of education that schools should develop systematically. Research on digital skills tends to be measured using self‐reports, performance tests or interventions. There is less knowledge about student and teacher uptake of technology in school, making it important to investigate the actual use of technology and digital skills in authentic classroom settings. Objectives: This study contributes unique baseline data concerning students' use of technology and digital skills across mandatory English courses in real classroom settings in secondary schools in Norway over time. Methods: The study adapted a national framework for digital skills into an observation protocol. With it, this study analysed videos from 60 naturally occurring English lessons in 13 English classes at seven lower secondary schools over two school years (grades 9 and 10), following 186 students (aged 13–15) and 10 teachers. Results and Conclusions: Students used digital skills critical for education in half of the video‐recorded English lessons, with more digital skill use at some schools over time. The main finding across classrooms and school years regards students' use of basic, not advanced, digital skills. Takeaways: Although teachers provide opportunities for students to use digital skills in school, more advanced skills are needed. This work calls for continued use of video recordings to provide systematic comparisons of potential shifts in students' digital skills in real English secondary classroom settings over time. Lay Description: What is currently known: Digital skills is a crucial aspect of education globallyStudent and teacher uptake of technology varies extensivelyMost studies on the use of digital technology concern self‐reports and interventionsFew studies exist concerning the actual use of digital skills in the classroom What this paper adds: Video recordings from seven English classrooms across two school years are analysed.A framework for digital skills is adopted and used as observation protocolAttention is given to the difference between basic and advanced digital skillsHow technology is actually used matters more than how much technology is available Implications of study findings for practitioners: Teachers should offer opportunities for students' use of digital skills in the classroomSubject‐specific use of digital skills should be prioritizedThere is a need for more emphasis on reflection and digital judgementWe need to encourage the use of advanced digital skills and not only basic skills [ABSTRACT FROM AUTHOR]

This paper studies how clinical leaders perceive their leadership tasks in the context of virtual interactions. We ask whether distant leadership involves a shift from relationship orientation to more task‐ and control‐oriented leaders in hospital settings. We explore two cases involving 10 clinical leaders in a university hospital in Norway. The study indicates that the leaders were aware that lack of direct communication hampers relationship‐oriented leadership, which weakens efforts to develop a common identity in the clinics. The absence of direct communication reduces opportunities for relationship‐oriented leadership, which may hamper the development of social and self‐controls in professional organizations. However, clinical leaders are dependent on professionals' social and self‐controls to perform at high levels. Large distances reduce leaders' ability to build personal relations with their staff. On the other hand, professionals in healthcare are highly educated, and thus they are to a large degree self‐governed. The possible effects of distant leadership may consequently not be that harmful in clinical settings. [ABSTRACT FROM AUTHOR]

Background: The development and promotion of educational games are still outpacing knowledge of these games' effects, raising calls for evidence of benefits and challenges. Studies suggest that students and teachers like games, but the payoff of the investment in terms of increased motivation and achievement remains unclear. Objectives: This study investigates the pure effect of a marketing simulation game on motivation, perceived learning and achievement, above and beyond regular student‐active instruction. Methods: We applied a randomized, controlled experiment in a marketing course in upper‐secondary schools (Nclasses = 22; Nstudents = 433) comparing a collaborative–competitive marketing simulation game with regular, case‐based, student‐active instruction on three groups of outcome measures: motivation, perceived ability, and achievement. Additionally, students and teachers provided quantitative and qualitative feedback on game experiences. Results and Conclusions: We showcase the importance of a robust study design with valid compound instruments. Moreover, investigations of the game implementation and experiences reveal insights about intervention timing, differential negative consequences by gender and need for reflection opportunities. We find no clear evidence of positive or negative effects of the game, despite students' and teachers' satisfaction. Implications: Beyond the effect evaluation, we offer recommendations to researchers and developers of educational games about scaffolding, timing and teacher competence building. Lay Description: What is already known about this topic: Some curricula contains many terms and complex knowledge links.Simulation games are a popular remedy for these challenges.Prior studies have relied on users' satisfaction with the game and unrealistic comparisons. What this paper adds: This experiment compares game usage and regular student‐active instruction.They use various measures of satisfaction, motivation, perceived learning and achievement.The game has no effect on main outcomes. Implications for practice and/or policy: Game implementation requires digitally acquainted and trained teachers.Uncritical game design and use may motivate competitive boys over collaborative girls. [ABSTRACT FROM AUTHOR]

There is intense debate surrounding digitalisation and its implications for work. However, empirical research within established workplaces, especially international comparative studies, remains limited. This article uses cross‐country research to further analysis of the relative importance of different institutions, actors and power relations in shaping digitalisation and worker outcomes. Through a multi‐level approach, it compares the use of industrial robots in the food and drink processing sector in Norway and the UK. Drawing on qualitative research, it explores the pace of digitalisation, the process of implementation and job and skills outcomes. The study finds strong national differences in the pace of digitalisation, and the role of unions in the process of implementation. In Norway, union power at workplace and national level, embedded in institutional arrangements, underpins more advanced use of technology and improved outcomes for workers. [ABSTRACT FROM AUTHOR]

The role of trade unions in the social shaping of digital technologies is a vital question for research, public policy and social justice. This article draws on interviews with two unions in the grocery retail sector in the United Kingdom and Norway, and examines their involvement in technology decisions, and whether they can shape better outcomes for workers. By comparing a 'neo‐liberal' economy and a 'Nordic welfare state', the article considers whether stronger institutional power and regulatory supports in Norway provide for greater influence in a sector regarded as challenging for unions. The findings indicate relatively few country differences and help shed light on the factors that enable and constrain unions' role in digitalisation. [ABSTRACT FROM AUTHOR]